Subscribe to the gold package and get unlimited access to Shamra Academy
Register a new userPromoting Learner Autonomy through ELT Classroom Interaction
تحفيز استقلالية المتعلم في تعليم اللغة الإنكليزية من خلال التفاعل الصفي
1837
3 59
0
(
0
)
Authors
علي سعود حسن( باحث )
Created by
Shamra Editor
Ask ChatGPT about the research
هدف هذا البحث إلى بيان الوظائف التعليمية التي تعزز استقلالية المتعلم في تعليم اللغة الإنكليزية من خلال التفاعل الصفي. و قد اِنتُقِيت مقتطفات من التفاعل الصفي المسجل بوساطة الفيديو من أجل تحليلها و تمحيصها بغية تحديد الاستراتيجيات التي تجعل المتعلمين يتحملون أعباء مسؤولياتهم في التعلم. تظهر نتائج البحث أن المدرسين يستخدمون الاستراتيجيات التعليمية الآتية: بناء هيكلية للتفاعل من أجل تقديم الدعم للتعلم المستقل لدى المتعلمين، و تقديم قدر من الحرية ليقوم المتعلمون بتوجيه أساليب تعلمهم بأنفسهم، و طرح وظائف تعليمية تعاونية ليقوم المتعلمون بإكمالها بشكل مستقل، و إشراك المتعلمين بنشاطات حل المشكلات. تشير نتائج البحث إلى أن مثل هذه الاستراتيجيات تدرب المتعلمين لتطوير تعلمهم المستقل. و قد تم اقتراح إدراج متضمنات البحث الرامية إلى تعزيز استقلالية المتعلم من خلال التفاعل الصفي في برامج تدريب المعلم.
The present research aims to illustrate teachers' use of tasks which promote learner autonomy in ELT classroom interaction. Extracts taken from video-recorded classroom interactions have been selected for analysis and examination in an attempt to identify the strategies which give learners more responsibilities for learning. The findings show that teachers use certain strategies such as structuring classroom discourse to add support for learners' independent learning, providing an amount of choice for self-directed learning, collectively constructing the discourse, setting up collaborative tasks to be completed independently, and engaging students with problem-solving activities. The findings indicate that such strategies train learners to develop independence in their approach to learning. It is proposed that the implications for promoting learner autonomy through classroom interaction should be incorporated into teacher-training programmes.
References used
Benson, P.&Voller,P.(eds.).(1997).Autonomy and Independence in Language Learning. New York: Longman
Deci, E. l.& Ryan, R.M.(2000)."The 'What' and 'Why' of Goal Pursuits: Human Needs and the Self-determination of Behaviour." Psychological Inquiry,11,227-268
Deci, Edward L., and Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in Human Behaviour. New York: Plenum
rate research
Read More
Automatic personalized corrective feedback can help language learners from different backgrounds better acquire a new language. This paper introduces a learner English dataset in which learner errors are accompanied by information about possible erro
r sources. This dataset contains manually annotated error causes for learner writing errors. These causes tie learner mistakes to structures from their first languages, when the rules in English and in the first language diverge. This new dataset will enable second language acquisition researchers to computationally analyze a large quantity of learner errors that are related to language transfer from the learners' first language. The dataset can also be applied in personalizing grammatical error correction systems according to the learners' first language and in providing feedback that is informed by the cause of an error.
A text retrieval system for language learning returns reading materials at the appropriate difficulty level for the user. The system typically maintains a learner model on the user's vocabulary knowledge, and identifies texts that best fit the model.
As the user's language proficiency increases, model updates are necessary to retrieve texts with the corresponding lexical complexity. We investigate an open learner model that allows user modification of its content, and evaluate its effectiveness with respect to the amount of user update effort. We compare this model with the graded approach, in which the system returns texts at the optimal grade. When the user makes at least half of the expected updates to the open learner model, simulation results show that it outperforms the graded approach in retrieving texts that fit user preference for new-word density.
We obtain new results using referential translation machines (RTMs) with predictions mixed to obtain a better mixture of experts prediction. Our super learner results improve the results and provide a robust combination model.
This study sought to identify the most common physical gestures used by female
student teachers during managing the classroom interaction in the first three grades. The
researcher adopted the qualitative research design which suits the nature of th
e study and
the direct observation technique to collect the required data. The study population
consisted of 112 students and the sample consisted of 40 female student teachers who were
chosen with respect to the purposive method. The findings of the study come as follows:
The most common gestures among the individuals of the sample are concluded in
three forms of gestures: first, it is negative as the female student teacher is afraid and
psychologically stressed. Second, it is positive as the female student teacher smiles at
students and tries to communicate with them. Third, it is of a controlled nature of the
classroom; frequency percentage ranged between medium to low. This may indicate that
female student teachers do not rely mainly on physical gestures during managing the
classroom interaction; this may go back to their reliance on other methods to deal with the
wrong behaviors in the first three grades. Finally, the study recommended a set of
recommendations.
Those who work in the field of foreign language teaching are doing their best to improve foreign language teaching / learning . So , any effort is supposed to be welcome in this field as long as it attempts to help learners increase the likelihood of their success in learning a foreign language.
Log in to be able to interact and post comments
comments
Fetching comments
Sign in to be able to follow your search criteria
